Principals have power to delegate job responsibilities to school counselors, and this may impact principal–school counselor relationship quality. In a study grounded in leader–member exchange theory, we surveyed 167 school counselors about the relationship between their job roles, gender, and years of experience and the quality of their principal–school counselor relationship. Results indicated that relationship quality was positively related to curriculum activity and consultation activity and negatively related to other activity and gender. We discuss implications for school counseling practice and research.
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